STEM Teacher Perceptions in East Tennessee about Using Artificial Intelligence in Classroom Operations

The purpose of this quantitative study was to explore the perceptions of Secondary STEM Teachers in rural East Tennessee about Artificial Intelligence instructional use. The researcher examined secondary STEM teachers' positive attitudes toward AI, challenges of using AI in the classroom, educators' confidence in using AI, and perceived benefits of AI. The participants of this study were located throughout East Tennessee, and had to self-identify as a 6-12 STEM teacher teaching in a rural district. The data were collected through Google Forms and the link to respond was posted in two different Facebook groups for distribution. The survey included 16 questions including, Likert-type and open response options. Results indicated STEM teachers from rural East Tennessee did not have overall positive attitudes toward AI overall, these educators are facing difficulties surrounding implementing AI in classroom operations, and they have ethical or bias concerns surrounding AI use in the classroom; however, the teachers have positive attitudes toward the possible benefits of implementing AI in classroom operations. This highlights the importance of the timing of this study and future implications AI will have on classrooms.